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Period4DiscoveringUsefulStructures
Makesmallconversations
教学分析
教学分析
教学目标
Bytheendofthisperiod,studentswillbeableto:
1.mastertheusageoftagquestions.
2.usetagquestionsfreelyintheirdailycommunication.
教学重点
1.Helpstudentslearntheformoftagquestions.
2.Guidestudentstoknowthefunctionsoftagquestions.
3.Designspecificsituationsforstudentstomakesmallconversations.
教学难点
Howtousetagquestionsinrealsituations.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学
教学设计
教学过程设计
教学过程设计
StepⅠLead-in
Haveasmallconversationwithstudents.
(设计意图:通过和学生简单的对话交流,自然引出本节课的话题——附加疑问句。)
Teacher:Goodmorning,class.It’saniceday,isn’tit?
Students:Yes.
Teacher:Wehavestayedatclassroomforsuchalongtime.Youareeagertogoout,aren’tyou?
Students:Sure,weare.
Teacher:Bealittlepatient.OK,class.ThinkaboutthesentencesIsaidjustnow.“It’saniceday,isn’tit?”“Youareeagertogoout,aren’tyou?”Whatarethecharacteristicsofthetwosentences?
Suggestedanswer:
Tagquestionsareusedinthesentences.
StepⅡLearntheformsoftagquestions
Readtheconversationsbelow,underlinethetagquestionsandtheiranswers,andthensummarisehowtagquestionsareformed.
Conversation1:
A:YaoMingisabasketballstar,isn’the?
B:Yes,heis.Ireallyadmirehim.
Conversation2:
A:LiuXiangwonthegoldmedalinthemen’s110-metrehurdlesatthe2004Olympics,didn’the?
B:Yes,hedid.HeisthefirstAsiantowinthegoldmedalinthemen’shurdles.
Conversation3:
A:LiNingdidn’tperformwellinthe1988SeoulOlympics,didhe?
B:No,hedidn’t.Itwasapityforhim.Butheisstillagoodgymnast.
Conversation4:
A:Youseldomgotoagym,doyou?
B:No,Idon’t.
(设计意图:引导学生通过观察、思考,发现附加疑问句的呈现形式。)
Suggestedanswers:
1.isn’the?Yes,heis.
2.didn’the?Yes,hedid.
3.didhe?No,hedidn’t.
4.doyou?No,Idon’t.
◎归纳总结
组成
回答
肯定式陈述部分+否定附加疑问部分
如果事实